| Class Meeting Time: | January 22-23; March 25, 8:00-2:30; March 26, 8:00-12:30; May 10, 1:00-4:00 |
| Learner Sensitive Teacher Model | Themes of the Model |
| Instructors: | Helen L. Carlson, PhD and Nancy Thomas, MEd |
| Phone and E-Mail: | 218-726-7148; hcarlson@d.umn.edu |
| Class Alias: | educ4610-1-s2002 |
| Course Web URL: | ECh 4610 |
| Office Hours: | Weekly Sign-Up Sheet--M144 |
The operating philosophy for the education programs at the University of Minnesota Duluth is the Learner-Sensitive Teacher Model. A learner sensitive teacher is one who focuses instruction to enhance the academic achievement and social competence of the learner. Sensitivity to the needs of learners requires that new teachers exhibit knowledge and skill in promoting the learning of students across the five themes of the model. These themes are emphasized: diversity, collaboration, reflection, empowerment, and technology. Diversity of perspective and individuality is supported as is the skill of collaboration among professionals and parents. Reflection requires students to understand and integrate all that they have learned as they connect theory and practice. Empowerment means that students become professional educators who use their voices to articulate well-considered beliefs and rationales about they do as practitioners. Technology refers to all facets of information technology which enables learning across multiple abilities and curiculum standards. The letters after the objectives listed below indicate which themes (R-Reflection; D-Diversity; E-Empowerment; C-Collaboration; T-Technology) are addressed by that course objective.
The education programs meet mandates by the INTASC (Interstate New Teacher Accountability and Support Consortium) and the Minnesota BOT (Board of Teaching) Standards. The Early Childhood Studies Programs has synthesized over 230 standards into five main categories:
*(I) Child Development and Learning (including Subject Matter, Student/ChildrenŐs Learning, Diverse Learners);
*(II) Developmentally Appropriate and Culturally Relevant Practices (including Diverse Learners, Instructional Strategies, Learning Environment, Management, Communication, Planning Instruction);
*(III) Family, Colleague, and Community Relationships (Collaboration, Ethics, Relationships);
*(IV) Assessment (Formal and Informal Evaluation Strategies):
*(V) Development of Early Childhood Education (Foundations, Ethics, Reflection, Professional Development).
Over 50 separate knowledge, skill, understanding, and disposition standard statements are included under the five main categories. The standard categories addressed by each course objective are included as follows: (I for Child Development and Learning; II for Developmentally Appropriate and Culturally Relevant Practices; III for Family, Colleague, and Community Relationships ; IV for Assessment and Evaluation; V for Development of Early Childhood Education).
Following are the course objectives cross referenced to the Learner Sensitive Teacher Model and the INTASC and BOT standards as described above.
This seminar includes small and large group discussion, jigsaw cooperative learning groups, panel presentations, expert workshops, practice interviews, reflective papers and projects.
January 22 Introduction to Course
Guidelines for resume' writing
Creation and critique of personal resumes
Professional portfolio
Threaded discussion
Long-range planning
Child Studies: Guidelines and RubricsJanuary 23 Guidelines for job interviewing
Mock interviews with coaching
Discussion of student teaching questions and concerns
Case studies related to student teachingMarch 25 Reflection on student teaching experience
Deliberations on ethical dilemmas present in early childhood education
Legal and historical issues
Guidelines for child abuse and neglect reportingMarch 26 Applying for a teaching license
Early childhood leaders discuss current dilemmas in the field
Interviews by early childhood leadersMay 10 Sharing and critiquing job-seeking portfolios
Preparing for the first professional position
Feeney, S. and Freeman, N. K. (1999). Ethics and the early childhood Educator: Using the NAEYC code. Washington, D. C.: National Association for the Education of Young Children.
Kelly, E. B. (1998). Legal basics: A handbook for educators. Bloomington, Indiana: Phi Delta Kappa Educational Foundation.
Required.Kronowitz, E. L. (1998) Your first year of teaching and beyond. White Plains, New York: Longman OR
Wong, Harry (1998). First day of school.
Scoring rubrics are included for the job-seeking portfolio, child study database, and the long range plan. Insights gained are evaluated by quantity and quality of class participation and reflective papers and projects. Interviewee skills are rated by interviewers. Both self and instructor evaluation are used.
(Extra credit) Weekly entry into threaded discussion (Checked each Friday)
(10%) Resume and critique (January 22)
(20%) Job-Seeking Portfolio (Due May 10)
(20%) Child Study Data Base (Due March 26 and May 10)
(10%) Reflections on ethical and legal dilemmas (March 25)
(10%) Professionalism reflections (March 25)
(20%) Interview participation and performance (March 26
(10%) Class participation and interaction (Each class period)
Resources-on-Line
Help for Credential File, Job
Banks, and Other Career Resources UMD)
Minnesota Department of Children, Families, and Learning (Standards and Curriculum)
National Association for the Education of Young Children
In a threaded discussion, one student raises questions related to a student teaching topic. Other students can respond to this student or start a new topic. The computer will thread the discussions according to topic. Each student should make at least one entry per week. (Not as much credit will be given if many entries are made during one week followed by no entry for several weeks).
You may discuss situations that arise in your student, being careful to respect confidentiality. You may ask for ideas or resources for a particular theme. Try to raise questions that help people to think more deeply about the teaching/learning process.
It is University policy to provide, on a flexible and individualized basis, reasonable accomodations to students who have documented disabilities that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact their instructors and/or UMD Access Center to discuss their individual needs for accomodations.